Natalya I. Chyrkina

The reduction in the number of representatives of younger generations among university teachers and the emerging problems of intergenerational interaction have set the task of finding conditions and factors of group solidarity. The article discusses the hypothesis that historical memory can become one of such foundations. In the context of preparation for the 80th anniversary of the Victory in the Great Patriotic War, the issue of preserving the historical memory of these events is becoming urgent. All this allowed us to formulate the goal of the article: to determine the possibilities of using the historical memory of modern generations of university teachers as a basis for group solidarity. The theory of generations, the theory of "imagined communities" and the theory of memorial culture ("memory studies") served as the theoretical basis for the study. The main research methods were theoretical (analysis, synthesis) and empirical (questionnaire) methods. 23 teachers from Omsk State Pedagogical University took part in the survey. The results of the empirical study allowed us to identify differences in modern generations of teachers: in priority sources and mechanisms for constructing memory of the war (school or works of art); in the heroes who personify it; priority commemorative practices associated with the memory of the war which are determined by individual characteristics and preferences. Despite the different conditions and events of generations’ emergence into adulthood, the historical memory of the war can be considered as the basis for group solidarity of the professional and pedagogical community. Historical memory, is not only the basis for group solidarity, it can strengthen it due to the similarity in the emotional perception of the tragic events of the war, intimate images of the war and the values that it generates. The obtained results and conclusions of the work allow us to adjust the scope of application of the theory of generations, to highlight the spaces of intergenerational integration. The practical significance of the study consists in the possibility of using it to select optimal sources, mechanisms and forms of constructing the historical memory of university teachers.

The relevance of the article is due to several contradictions of modern Russian education: the increase in the number of students in all training programs in secondary vocational education, the increase in income from secondary vocational education due to paid educational services and the unpreparedness of ninth-graders to make a responsible choice by the time they acquire basic general education, the continuing focus of the labor market on specialists with higher education. These contradictions determined the aim of the article: to highlight the reasons and possible consequences of the popularity of secondary vocational education programs among schoolchildren and to determine optimal models of continuity between secondary vocational and higher education. The review of the conceptual foundations of continuous training in the systems of secondary vocational and higher education allowed the author to draw a conclusion about the most popular and developed approaches in pedagogical theory: continuity of training at the level of didactic decisions (coordination of the successive content of education (within cross-cutting academic disciplines) and teaching methods (methods, technologies, forms)). The study used comparative analysis of theoretical approaches and the results of a survey of 132 students of secondary vocational education institutions in Omsk about the reasons for choosing secondary vocational programs and plans for continuing education at a university. The results of the study made it possible to forecast the possible consequences of the current situation in secondary vocational education for all levels of education. It is necessary to improve the procedure of the Unified State Exam at the school level (the fear of which pushes a significant part of schoolchildren to enter secondary vocational institutions), to introduce forms of earlier vocational guidance at school. At the level of secondary vocational education, we are to consider secondary vocational education programs as the first stage of end-to-end professional training. At the university level - initiate and promote different forms of continuity (didactic and methodological), update the most popular education formats among graduates of secondary vocational institutions (correspondence and distance learning, hybrid form). The theoretical significance of the study is in identification of the characteristics and reasons for the popularity of secondary vocational education programs among modern schoolchildren, in description of the necessary conditions that allow minimizing the risks of large outflow of schoolchildren after the 9th grade. The practical significance of the results is associated with the possibility of using the conclusions of the article for working out specific solutions at all levels of education.